Childminder in Rochdale

Inspection date

Previous inspection date 12/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of the Early Years Foundation Stage and successfully supports children's learning and development as they move towards the early learning goals.  Observation, planning and assessment procedures are securely in place which positively impacts on children as they access a wide range of learning opportunities.  Children are active learners; they exploring their environment with confidence, gaining independence and good levels of self-esteem.  The childminder has developed effective settling in procedures which support children in forming secure attachments.

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It is not yet outstanding because

 Although resources to promote inclusion and diversity are in use, specific resources to support children from a range of cultures or who speak multiple languages are less well used. This impacts on children's understanding of equality and diversity.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children at play throughout the inspection.

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Inspection activities

 The inspector spoke with children and the childminder at regular intervals throughout the inspection.  Relevant documentation and procedures were observed and discussed.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is a co- minder and three children aged five, four and three years in a house in Rochdale, Lancashire. She uses the whole of the ground floor, the bathroom, one bedroom on the first floor of the house and the rear garden for childminding purposes.

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Information about the setting

The childminder attends different sessions at various playgroups and the local children's centre. She visits the local shops and park on a regular basis and she uses a minibus to transport children for days out. She collects children from the local schools and pre- schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She is open all year round from 7am to 6pm Monday to Friday, except for family holidays. She also provides overnight and weekend care if required.

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To further improve the quality of the early years provision the provider should:

 develop further opportunities for children to explore and appreciate equality and diversity by using dressing up clothes from different cultures and using dual language books to support children who are dual language speakers.

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who attend

The childminder is knowledgeable about the Early Year's Foundation Stage and uses this well to support children in their learning and development. The environment is well- organised and there are a range of exciting resources which she uses to support children's development across the seven areas of learning. For example, children access sand and water in the outdoor area to explore mathematical concepts such as capacity and counting in sequence. They also access interactive tablets where they learn computer skills using a wide range of interactive learning games. The childminder extends children's vocabulary by asking questions and modelling language. For example she supports children in making choices by reminding them to say 'Please may I have'. In addition she supports children's acquisition of language by offering phonic sessions so children become aware of letter sounds and names. Children communicate well with the childminder, verbalising their

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who attend

choices and expressing their needs. This demonstrates that children feel safe and secure in the setting.

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who attend

The environment is highly stimulating and engages children in play and enables them to make independent choices. The childminder plans activities based on children's interests and next steps in development, which then becomes a focus. Recently children have visited a farm following their interest in animals. They explored how animals moved in different ways and sang animal songs. Resources are accessible to children and they make free choices. For example, children pull out a drawer containing construction blocks and build towers independently. Overall, there is a good range of resources to meet the needs of different age groups and children's individual needs. However, opportunities for children to develop a knowledge of other cultures through role play or using books are limited. Resources to support inclusion are used but specific resources to support children from a range of cultural backgrounds and who speak a range of different languages are less well

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who attend

Children are monitored and supported well as they work towards the early learning goals as the childminder has effective systems of observation and assessment in place. In addition the childminder works with parents to discuss activities that children like to do at home when children start at the setting. This impacts positively on children as the childminder carries out baseline assessments, which means that she is fully aware of children's starting points. A variety of communication methods are used with parents. For example, the childminder writes a monthly newsletter, gains information from questionnaires, uses a daily diary home link book, signposts parents to her website and keeps parents informed about the Early Years Foundation Stage. This supports parents in gaining an understanding of the learning and development of their child.

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The contribution of the early years provision to the well-being of children

Children's behaviour is good and shows that they have built warm relationships with the childminder. For example, a child who accidently bumps their head immediately goes to the childminder for a cuddle and reassurance. The childminder shows a good awareness of children's individual care needs. Children show awareness of safety. For example, they use a sweeping brush after lunch to sweep up food, which minimises the risks of slipping and they learn about crossing the road safely by reading books and through discussion.

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The contribution of the early years provision to the well-being of children

Children develop a good understanding of healthy eating by taking part in cooking activities. For example, children make their own pizza, dips and fresh burgers. They help with lunch by buttering bread and laying the table. Children's dietary needs are discussed with parents upon admission, which means that the childminder has knowledge of cultural preferences or food allergies. The childminder regularly includes cooking when planning activities. For instance, children make and decorate bat biscuits at Halloween which impacts on their well-being as they gain a sense of achievement. Children learn about the importance of physical play through daily access to the outdoor area, music and movement sessions and trips out in the mini bus to the local country park. Children develop their self-care skills by washing their hands before eating and using tissues to wipe their nose. Children act out a range of imaginative scenarios, which supports them in

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The contribution of the early years provision to the well-being of children

The childminder is a good role model for children and supports children to understand acceptable behaviour. For example when children become a little loud during play she reminds them to use their 'inside voices'. She is aware of positive behaviour strategies for different ages of children and consistently praises children throughout the day. Settling in sessions allow children and parents to experience the setting and procedures are in place for children to build relationships slowly. For example, at first parents stay with children and then the time in the setting is increased until the child is settled and has built up an attachment to the childminder. This means transitions are smooth and children feel safe and secure.

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The contribution of the early years provision to the well-being of children

Children learn about the local environment through trips out to the library, soft play facility, shops and the beach. Strong secure relationships are formed and the childminder supports children in forming new relationships with other providers. For example, she accompanies children to school as they go through the transition process and shares information with other providers to ensure consistency of care for children's individual needs.

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provision

The childminder gives a high priority to offering a high level of quality care to children and families, along with her co-minder. She evaluates and reviews her procedures to ensure that they support constant improvements. She undertakes further professional training and works closely with others to develop and refresh her knowledge. The childminder works in partnership with her co-minder sharing information and is currently undertaking further qualifications to further develop her practice. Both childminders work well together and are aware of current changes in practice. The childminder carries out audits of resources and is currently undertaking a quality assurance scheme, which ensures that action plans drive improvement. The childminder takes into account the views of parents through questionnaires, which supports self-evaluative practice further. Parent's comments are very complimentary. For example, they say 'I feel my child is happy, healthy and safe

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provision

within your care. The standards of your care are excellent' and 'You are very flexible and accommodating to our family needs'.

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provision

The childminder has a good knowledge of local safeguarding procedures. This means children are safeguarded and well protected in the setting. The childminder and her co- minder have attended safeguarding training and are well informed about child protection and who they need to contact should they have a safeguarding concern. All household members are suitably vetted and there are effective procedures in place. For example, the childminder monitors visitor's attendance by using a visitors book. Children are kept very safe whilst in the childminders care because she observes and supervises the children well. She undertakes written risk assessments in the indoors, outdoors and whilst children are on trips and outings. This means that children are kept safe both on and off the premises.

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provision

The childminder evaluates and monitors planning and assessment procedures, which ensure that she has current knowledge of children's individual progress as they work towards the early learning goals. Children are secure with the childminder and they invite her to join them in their play. For example, children laugh and giggle with delight as the childminder plays a tickling game with them and sings songs. The childminder has strong partnerships with parents and other professionals, which support children's individual needs well. The childminder creates a warm and friendly environment where children show confidence and enjoyment as they engage in different activities.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443578 Local authority Rochdale Inspection number 797837 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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